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DOI

10.14221/ajte.1996v21n2.3

Abstract

This paper has as its focus the portrayal of, and justification for, a multi modal practicum curriculum which is directed to address the needs of qualified teachers. The subject “The Reflective Practitioner in the School” is one which takes the concept of workplace learning most seriously. For too many years teacher education has treated the practicum curriculum as a pre service “practice teaching” subject sequence and has not concerned itself with ways in which in service professional development can be constructed as continuous with the pre service practicum program.

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Link to publisher version (DOI)

10.14221/ajte.1996v21n2.3